Rolland Paulston worked closely for years with issues of educational and social change, non-formal and alternative education, but one of his greatest contributions was in the areas of mapping and paradigms. In doing so, Paulston wished to challenge theoretical assumptions and traditions within the field of comparative education, as well as to bring greater clarity and consciousness to the field. This chapter places Paulston within the larger academic context by exploring paradigm studies that came out of Kuhn’s work in the social sciences, particularly sociology; in education, in general; and in comparative education, specifically. Paulston’s work takes a creative and innovative direction that suggests he occupies a unique and exciting place in the literature of those engaged in the “paradigm dialogue.”

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Publication Type: Panel PaperAbstract: Rolland Paulston worked closely for years with issues of educational and social change, non-formal and alternative education, but one of his greatest contributions was in the areas of mapping and paradigms. In doing so, Paulston wished to challenge theoretical assumptions and traditions within the field of comparative education, as well as to bring greater clarity and consciousness to the field. This chapter places Paulston within the larger academic context by exploring paradigm studies that came out of Kuhn’s work in the social sciences, particularly sociology; in education, in general; and in comparative education, specifically. Paulston’s work takes a creative and innovative direction that suggests he occupies a unique and exciting place in the literature of those engaged in the “paradigm dialogue.”